Capstone Change Project Evaluation Plan

 

Review your strategic plan to implement the change proposal, the objectives, the outcomes, and listed resources. Develop a process to evaluate the intervention if it were implemented. Write a 250-300 word summary of the evaluation plan that will be used to evaluate your intervention.

The assignment will be used to develop a written implementation plan.

APA style is not required, but solid academic writing is expected.

     

ASSIGNMENT 2

Benchmark – Capstone   Project Change Proposal

In this assignment, students will pull together the capstone project change proposal components they have been working on throughout the course to create a proposal inclusive of sections for each content focus area in the course. For this project, the student will apply evidence-based research steps and processes required as the foundation to address a clinically oriented problem or issue in future practice.

Develop a 1,250-1,500 written project that includes the following information as it applies to the problem, issue, suggestion, initiative, or educational need profiled in the capstone change proposal:

1. Background

2. Clinical problem statement.

3. Purpose of the change proposal in relation to providing patient care in the changing health care system.

4. PICOT question.

5. Literature search strategy employed.

6. Evaluation of the literature.

7. Applicable change or nursing theory utilized.

8. Proposed implementation plan with outcome measures.

9. Discussion of how evidence-based practice was used in creating the intervention plan.

10. Plan for evaluating the proposed nursing intervention.

11. Identification of potential barriers to plan implementation, and a discussion of how these could be overcome.

12. Appendix section, if tables, graphs, surveys, educational materials, etc. are created.

Prepare this assignment according to the guidelines found in the APA Style Guide.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite

Week 5 Discussion PHE4015 Introduction to Global Health

 

  • Week 5 DiscussionDiscussion Topic Task: Reply to this topic Due May 27 at 11:59 PMSupporting Lectures:
    Refer to the following lecture:

    • Healthcare Products
    • New Products
      The discussion assignment provides a forum for discussing relevant topics for this week on the basis of the course competencies covered. For this assignment, make sure you post your initial response to the Discussion Area by the due date assigned.
      To support your work, use your course and text readings and also use outside sources. As in all assignments, cite your sources in your work and provide references for the citations in APA format.
      Start reviewing and responding to the postings of your classmates as early in the week as possible. Respond to at least two of your classmates. Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or more lines of reasoning in the discussion. Complete your participation for this assignment by the end of the week.
      Using your course textbooks and the South University Online Library, answer the following questions:
    • What are the health conditions and risk factors that deserve additional attention from science and technology? Why have you chosen these conditions and risk factors?
    • What are some of the specific gaps in diagnostic, drugs, vaccines, and other medical equipment that could most improve global health, if filled?
    • If you were the Bill and Melinda Gates Foundation, how would you spend money in research and development of new products for global health? Why?

MG401 Unit 5 Assignment

 

Prepare an answer to the following questions. Your answer should show a familiarity with the text and topics being covered in the unit and use text, lecture notes, and/or PowerPoint references. Each response should be at least 150 words per question and be free of spelling and grammar errors.

This Unit’s Questions

  1. For  Chapter 8, using the following Sample Leadership Credos, develop your own leadership credo: (from Highlight 8.1)
    As a leader, I . . .
    . . . believe in the concept of whole persons and will seek to use the full range of talents and abilities of colleagues whenever possible
    . . . will seek to keep people fully informed
    . . . will more consistently express appreciation to others for a job well done
    . . . will take risks in challenging policies or protocol when they do not permit us to effectively serve our customers.
    . . . will selectively choose battles to fight—rather than trying to fight all of the possible battles
    . . . will actively support those providing the most effective direction for our company. . . . will seek to change the things I can in a positive direction and accept those things I have no chance or opportunity to change.
  2. For  Chapter 9, respond to the following questions:
    1. What do you find personally satisfying or dissatisfying at work or school? 
    2. For those things you find dissatisfying, how would you make them more satisfying? 
    3. What theory of job satisfaction best explains your actions?

References

ORG 5

 

The goal of this assignment is to integrate cultural nuances, expectations, and perspectives into a draft of your final paper. You will present a current diversity-related situation or dilemma; compare and contrast the cultures involved in the situation; and provide a historical perspective and analyze the contributing factors to the current state of the situation. You will then interpret the effects of the situation on the cultures involved, provide evidence in favor of and opposed to each side of the situation. Finally, you will assess your beliefs and perspectives regarding the situation or dilemma and identify strategies for building inclusion by synthesizing the varying perspectives.

Instructions:

This assignment will build upon your accumulated learning from the course and your written assignments from Weeks 3 and 4. Based on your identified situation or cultural dilemma (from your Week 4 written assignment), determine a personal position regarding the topic. Then write a 2800-3500 word paper that:

  • Identifies and presents your own attitudes, beliefs, cultural norms, stereotypes, or biases that you may have, or had in the past, regarding the topic.
  • Presents at least one argument supporting the perspective of each cultural group involved with the topic.
  • Considers how the situation or dilemma may be addressed moving forward with a mutually beneficial outcome.

This written assignment will include: 

  • An identified diversity situation or cultural dilemma prevalent in today’s society that involves more than one cultural group. (Week 3 written assignment)
  • A comparison of the different cultural groups involved. (Week 4 written assignment)
  • Personal position regarding the topic. (Week 5 written assignment)

This written assignment should be double-spaced, and include a title page and references page. Additionally, utilize 5 to 7 resources, including resources provided throughout the course, to support your arguments. Make sure to gather evidence and present persuasive, well-reasoned arguments regarding your topic, and consider all perspectives and opinions.

Submit a draft of your paper to the Writing Center for Paper Review by Week 5, Day 3. Once you have received the feedback from the tutor, revise your writing based on the feedback you received and submit your final copy to Waypoint using the link below.

To Summarize:

Your Week 3 written assignment should identify a diversity situation or cultural dilemma that is prevalent in today’s society that involves more than one cultural group. Additionally, your paper should:

  • Identify the selected diversity situation or cultural dilemma.
  • Provide an analysis of the topic, including an historical perspective and the current day situation.
  • Explain why this is a topic of interest in general, and to you in particular.

Your Week 4 written assignment should have included the requirements of the Week 3 paper and then continued on to compare and contrast the different cultural groups involved the situation or dilemma. Additionally, the Week 4 paper should address the:

  • stereotypes and biases associated with each of the cultural groups
  • privileges and power associated with each of the cultural groups

This Week 5 paper should include all the requirements of the Weeks 3 and 4 papers and also:

  • Identify and present your own attitudes, beliefs, cultural norms, stereotypes, or biases that you may have, or had in the past, regarding the topic.
  • Present at least one argument supporting the perspective of each cultural group involved with the topic.
  • Consider how the situation or dilemma may be addressed moving forward with a mutually beneficial outcome

due in 7 hours….. 5 paragraphs ….. history

this is due in 7 hours……. must have done in 7 hours…. 

must write at least 5 paragraphs 

Essay Question:

 How did the New Deal change the role of government in the economy and society of the United States? Why did the change come about? In your answer, make clear the major achievements and limitations of the New Deal and the political factors that led to its success. It will be helpful to use the concepts “social welfare state” and “laissez faire,” and to contrast the New Deal with earlier government policies. 

Write an original essay of about five paragraphs that makes use of the sources provided to answer the prompt. Structure your answer with a clear thesis statement in the first sentence, and supporting examples and reasoning in subsequent paragraphs. Choose specific examples from the sources provided below (1-7).  ONLY use the sources below. You can not use other sources

1. Franklin Roosevelt, “First Inaugural Address” (1933)

Our greatest primary task is to put people to work. This is no unsolvable problem if we face it wisely and courageously. It can be accomplished in part by direct recruiting by the Government itself, treating the task as we would treat the emergency of a war, but at the same time, through this employment, accomplishing greatly needed projects to stimulate and reorganize the use of our natural resources.

Hand in hand with this we must frankly recognize the overbalance of population in our industrial centers and, by engaging on a national scale in a redistribution, endeavor to provide a better use of the land for those best fitted for the land. The task can be helped by definite efforts to raise the values of agricultural products and with this the power to purchase the output of our cities. It can be helped by preventing realistically the tragedy of the growing loss through foreclosure of our small homes and our farms. It can be helped by insistence that the Federal, State, and local governments act forthwith on the demand that their cost be drastically reduced. It can be helped by the unifying of relief activities which today are often scattered, uneconomical, and unequal. It can be helped by national planning for and supervision of all forms of transportation and of communications and other utilities which have a definitely public character. There are many ways in which it can be helped, but it can never be helped merely by talking about it. We must act and act quickly.

Finally, in our progress toward a resumption of work we require two safeguards against a return of the evils of the old order: there must be a strict supervision of all banking and credits and investments, so that there will be an end to speculation with other people’s money; and there must be provision for an adequate but sound currency.

Source: Franklin Roosevelt, “First Inaugural Address.” March 4, 1933.

2. Franklin Roosevelt, “Statement on Signing the Social Security Act” (1935)

Today a hope of many years’ standing is in large part fulfilled. The civilization of the past hundred years, with its startling industrial changes, has tended more and more to make life insecure. Young people have come to wonder what would be their lot when they came to old age. The man with a job has wondered how long the job would last.

This social security measure gives at least some protection to thirty millions of our citizens who will reap direct benefits through unemployment compensation, through old-age pensions and through increased services for the protection of children and the prevention of ill health.

We can never insure one hundred percent of the population against one hundred percent of the hazards and vicissitudes of life, but we have tried to frame a law which will give some measure of protection to the average citizen and to his family against the loss of a job and against poverty-ridden old age.

This law, too, represents a cornerstone in a structure which is being built but is by no means complete. It is a structure intended to lessen the force of possible future depressions. It will act as a protection to future Administrations against the necessity of going deeply into debt to furnish relief to the needy. The law will flatten out the peaks and valleys of deflation and of inflation. It is, in short, a law that will take care of human needs and at the same time provide for the United States an economic structure of vastly greater soundness.

Source: Franklin D. Roosevelt, Statement on Signing the Social Security Act. Online by Gerhard Peters and John T. Woolley, The American Presidency Project https://www.presidency.ucsb.edu/node/209017

3. Franklin Roosevelt, “Re-Nomination Acceptance Speech” (1936)

That very word freedom, in itself and of necessity, suggests freedom from some restraining power. In 1776 we sought freedom from the tyranny of a political autocracy—from the eighteenth century royalists who held special privileges from the crown….And so it was to win freedom from the tyranny of political autocracy that the American Revolution was fought. That victory gave the business of governing into the hands of the average man, who won the right with his neighbors to make and order his own destiny through his own Government. Political tyranny was wiped out at Philadelphia on July 4, 1776.

Since that struggle, however, man’s inventive genius released new forces in our land which reordered the lives of our people. The age of machinery, of railroads; of steam and electricity; the telegraph and the radio; mass production, mass distribution….

…[O]ut of this modern civilization economic royalists carved new dynasties…built upon concentration of control over material things. Through new uses of corporations, banks and securities, new machinery of industry and agriculture, of labor and capital—all undreamed of by the fathers—the whole structure of modern life was impressed into this royal service….

…[T]he privileged princes of these new economic dynasties, thirsting for power, reached out for control over Government itself….

A small group had concentrated into their own hands an almost complete control over other people’s property, other people’s money, other people’s labor—other people’s lives….

Against economic tyranny such as this, the American citizen could appeal only to the organized power of Government. The collapse of 1929 showed up the despotism for what it was. The election of 1932 was the people’s mandate to end it. Under that mandate it is being ended.…

Today we stand committed to the proposition that freedom is no half-and-half affair. If the average citizen is guaranteed equal opportunity in the polling place, he must have equal opportunity in the market place.

These economic royalists complain that we seek to overthrow the institutions of America. What they really complain of is that we seek to take away their power. Our allegiance to American institutions requires the overthrow of this kind of power. In vain they seek to hide behind the Flag and the Constitution. In their blindness they forget what the Flag and the Constitution stand for. Now, as always, they stand for democracy, not tyranny; for freedom, not subjection; and against a dictatorship by mob rule and the over-privileged alike.

Source: Franklin D. Roosevelt, “Acceptance Speech for the Re-Nomination for the Presidency,” Philadelphia, Pennsylvania, June 27, 1936.

4. Franklin Roosevelt, “Second Inaugural Address” (1937)

Our progress out of the depression is obvious…. By using the new materials of social justice we have undertaken to erect on the old foundations a more enduring structure for the better use of future generations.

…We have always known that heedless self-interest was bad morals; we know now that it is bad economics. …

We are beginning to abandon our tolerance of the abuse of power by those who betray for profit the elementary decencies of life.…

True, we have come far from the days of stagnation and despair. Vitality has been preserved. Courage and confidence have been restored. Mental and moral horizons have been extended.…

But here is the challenge to our democracy: In this nation I see tens of millions of its citizens–a substantial part of its whole population–who at this very moment are denied the greater part of what the very lowest standards of today call the necessities of life.

I see millions of families trying to live on incomes so meager that the pall of family disaster hangs over them day by day.

I see millions whose daily lives in city and on farm continue under conditions labeled indecent by a so-called polite society half a century ago.

I see millions denied education, recreation, and the opportunity to better their lot and the lot of their children.

I see millions lacking the means to buy the products of farm and factory and by their poverty denying work and productiveness to many other millions.

I see one-third of a nation ill-housed, ill-clad, ill-nourished.

It is not in despair that I paint you that picture. I paint it for you in hope–because the Nation, seeing and understanding the injustice in it, proposes to paint it out. We are determined to make every American citizen the subject of his country’s interest and concern; and we will never regard any faithful law-abiding group within our borders as superfluous. The test of our progress is not whether we add more to the abundance of those who have much; it is whether we provide enough for those who have too little.…

In our personal ambitions we are individualists. But in our seeking for economic and political progress as a nation, we all go up, or else we all go down, as one people.

Source: Franklin D. Roosevelt, “Second Inaugural Address,” January 20, 1937.

5. Xavier Gonzalez, “Tennessee Valley Authority,” Huntsville, Alabama (1937)

painted mural of five figures with a dam in background

Source: https://flic.kr/p/pdmPRz

6. Gavin Wright, “Number of Persons Employed by WPA, in 1936-1941”

Chart of WPA employment 1936-1941

Source: Wright, Gavin. “The Political Economy of New Deal Spending: An Econometric Analysis.” The Review of Economics and Statistics  56, no. 1 (1974): 30-38. doi:10.2307/1927524.

7. U.S. Union Membership as a Share of Non-agricultural Employment (1900-2000)

chart of union membership

Source: https://rwer.wordpress.com/2017/06/22/what-do-unions-do/

Self-Reflection Assignment

 

YOUR GOAL: For your final, you will write a multi-paragraph self-reflection essay.  This essay is an opportunity to reflect upon the work you have done in this class this quarter. It is your chance to think about your strengths, as well as your areas to strengthen.

THE PROCESS:

FIRST, you will provide an overview of your improvements.  Begin by thinking about what skills you developed in the areas of writing and research this quarter.  Consider the following skills chart to get started:

Writing Skills 

   Organization

·       Clarity

·       Writing fluency

·       Revision

·       APA-style formatting and citation

Research Skills

·      Knowledge/use of databases

·       Use of annotated bibliographies

·       Differentiating academic sources from non-academic sources

·       Avoiding plagiarism

SECOND, you will provide an overview of the specific challenges you faced.  Begin by thinking about where you struggled or faltered this quarter in writing and research. Use the same chart to get started.

FINALLY, write your self-reflection essay.

ESSAY COMPONENTS (click herePreview the document for essay rubric):

  • An introduction that gets readers’ attentions and includes a thesis statement
  • A detailed discussion of improvements/successes and challenges/areas to strengthen
  • A conclusion explaining what your plans are for success in future English classes/moving forward

ESSAY REQUIREMENTS

  • APA formatting, including title page, page numbers, 12-point Times New Roman font, and double-spacing. Don’t forget to use the APA template.
  • Approximately 400-500 words (1 ½ – 2 pages)
  • No reference page needed as no research is required

Case Study 3 – Evaluation of Two New Assessment Methods for Selecting Telephone Customer Service Representatives

The Phonemin Company is a distributor of men’s and women’s casual clothing. It sells exclusively through its merchandise catalog, which is published four times per year to coincide with seasonal changes in customers’ apparel tastes. Customers may order merchandise from the catalog via mail or over the phone. Currently, 70% of orders are phone orders, and the organization expects this to increase to 85% within the next few years. The success of the organization is obviously very dependent on the success of the telephone ordering system and the customer service representatives (CSRs) who staff the system. There are currently 185 CSRs; that number should increase to about 225 CSRs to handle the anticipated growth in phone order sales. Though the CSRs are trained to use standardized methods and procedures for handling phone orders, there are still seemingly large differences among them in their job performance. CSR performance is routinely measured in terms of error rate, speed of order taking, and customer complaints. The top 25% and lowest 25% of performers on each of these measures differ by a factor of at least three (i.e., the error rate of the bottom group is three times as high as that of the top group). Strategically, the organization knows that it could substantially enhance CSR performance (and ultimately sales) if it could improve its staffing “batting average” by more accurately identifying and hiring new CSRs who are likely to be top performers. The current staffing system for CSRs is straightforward. Applicants are recruited through a combination of employee referrals and newspaper ads. Because turnover among CSRs is so high (50% annually), recruitment is a continuous process at the organization. Applicants complete a standard application blank, which asks for information about education and previous work experience. The information is reviewed by the staffing specialist in the HR department. Only obvious misfits are rejected at this point; the others (95%) are asked to have an interview with the specialist. The interview lasts 20–30 minutes, and at the conclusion, the applicant is either rejected or offered a job. Due to the tightness of the labor market and the constant presence of vacancies to be filled, 90% of the interviewees receive job offers. Most of those offers (95%) are accepted, and the new hires attend a one-week training program before being placed on the job. The organization has decided to investigate the possibilities of increasing CSR effectiveness through sounder staffing practices. In particular, it is not pleased with its current methods of assessing job applicants; it feels that neither the application blank nor the interview provides an accurate and in-depth assessment of the applicant KSAOs that are truly needed to be an effective CSR. Consequently, it engaged the services of a consulting firm that offers various methods of KSAO assessment, along with validation and installation services. In cooperation with the HR staffing specialist, the consulting firm conducted the following study for the organization. A special job analysis led to the identification of several specific KSAOs likely to be necessary for successful performance as a CSR. Three of these (clerical speed, clerical accuracy, and interpersonal skills) were singled out for further consideration because of their seemingly high impact on job performance. Two new methods of assessment provided by the consulting firm were chosen for experimentation. The first is a paper-and-pencil clerical test assessing clerical speed and accuracy. It contains 50 items and has a 30-minute time limit. The second is a brief work sample that could be administered as part of the interview process. In the work sample, the applicant must respond to four different phone calls: a customer who is irate about an out-of-stock item, a customer who wants more product information about an item than was provided in the catalog, a customer who wants to change an order placed yesterday, and a customer who has a routine order to place. Using a 1–5 rating scale, the interviewer rates the applicant on tactfulness (T) and concern for customers (C). The interviewer is provided with a rating manual containing examples of exceptional (5), average (3), and unacceptable (1) responses by the applicant. A random sample of 50 current CSRs were chosen to participate in the study. At Time 1 they were administered the clerical test and the work sample; performance data were also gathered from company records for error rate (number of errors per 100 orders), speed (number of orders filled per hour), and customer complaints (number of complaints per week). At Time 2, one week later, the clerical test and the work sample were re-administered to the CSRs. A member of the consulting firm sat in on all the interviews and served as a second rater of performance on the work sample at Time 1 and Time 2. It is expected that the clerical test and work sample will have positive correlations with speed and negative correlations with error rate and customer complaints.

After reading the description of the study and observing the results above,

1.
How do you interpret the reliability results for the clerical test and work sample? Are they favorable enough for Phonemin to consider using them “for keeps” in selecting new job applicants?

2.
How do you interpret the validity results for the clerical test and work sample? Are they favorable enough for Phonemin to consider using them “for keeps” in selecting new job applicants?

3.
What limitations in the above study should be kept in mind when interpreting the results and deciding whether to use the clerical test and work sample?

Virtual Black Cultural Art Events

Virtual Black Cultural Art Events

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General suggestions include virtual attendance at a public reading of poetry, fiction, &/or other literature; virtual attendance at a public festival, play, &/or music performance; virtual attendance at a public museum. 

 You might check out the Tacoma Art Museum for exhibits by and/or about black culture. You might also check out the NW African American Museum listed below.

Northwest African American Museum (Links to an external site.)

www.naamnw.org/‎Northwest African American Museum, NAAM Northwest African American Museum 2300 SOUTH MASSACHUSETTS ST SEATTLE, WA 98144 206-518-6000 Google+ page (Links to an external site.) · Be the first to review (Links to an external site.) 2300 S Massachusetts St  Seattle, WA 98144, United States
+1 206-518-6000

This Virtual Black Cultural Art Event Exchange: Use this optional forum to share ideas of upcoming, interesting virtual cultural art events to attend in preparation for the upcoming Mid-term Black Cultural Art Report in Week 5. When choosing events, you will need to choose events at which an art by black artists is highlighted that you will define and describe. When attending these virtual black cultural art events, you’re asked to note specific, concrete details of the art, the artists, the audience or intended audience, and the place. It is especially important to describe the concrete details and to consider what they reveal. Who are the people that make up the intended audience? Who are the artists? What are the materials and message of the art? Where is the art displayed and who has access to this place, particularly in non-pandemic times? What can you tell about race, class, and gender? Be specific. If people of all races, classes, genders, sexual orientations are the intended audience, describe concretely who you would expect to see. For instance, is the intended audience primarily, say 90% (or some other %), one race/class/gender/sexual orientation or another? What details would you note regarding class and gender? What would be the cost of the art and entry to view/experience the art? What are the labels used to name the genre of the art? Is it folk art? Fine art? “Alternative” art? How might all of these relate to what you’re reading in our text? How might these relate to a history of institutionalized hierarchies of so-called norms, oppressions, and advantages and disadvantages? 

You will need to develop details that show. You’ll need to consider what you’ve read about race, gender, sexual orientation, and class, and discuss these in shaping both the event (the art as well as the participants) and your experience of the event. You might also consider the function of the art in relation to race, gender, sexual orientation, and class. You’ll need to clearly identify what you see as the art, the artists, the audience (other visitors or attendees intended to view the art), and the place. 

Things to consider in choosing an event:

Our text focuses primarily on race, providing a context of the definitions, history, laws, personal and systemic effects and actions that shape how we come to think of and be affected by those ideas. For some of us there will be information that is new and even shocking, presenting many opportunities for rethinking what we have come to believe. The intent in this class is to read and discuss these ideas, all the while keeping in mind the study of humanities, which includes the study and practice of art. Over the course of the quarter we will be paying attention to the presence and role of art in our own and in others’ lives. What is it we (both individually and culturally) label as art? Perhaps it’s a thing: a painting, a song, a novel, a poem, a sculpture, a ceramic bowl, a mask, a quilt, a basket, a building, etc. Perhaps it’s an action: the landscaping: the landscaping of a private and/or public space, the painting of a home or building, a ritual, the decorating of interior spaces. Or perhaps it’s a way of acting, as in “the art” of relating to others, to living, to playing a sport, to being a student, to resolving conflict, etc.

The point in virtually attending black cultural art events for this class is to experience art in terms of race, class, gender. In choosing a black cultural art event, you will need to define the art you want to experience, and, once virtually viewing the event, you will need to note details of what you see as the art, the artists, the other intended observers, and the place at which the event occurs. Furthermore, your observations of the art, artists, other intended observers, and place are to reflect specific details of race, class, and gender.

In short, it is up to you to choose the specific events, keeping in mind that what you see as art, in the context of race, class, and gender, must be central to the event. It would also be good to choose an event that is in some way new to you.

As stated in the syllabus, you will be writing a mid-term formal black cultural art report on both course assignments and attendance this quarter at two black cultural art events. In preparing for this, students are to have visited at least two varied black cultural art events of your choosing prior to Week 5. As suggested, you might visit a museum, a poetry or other book reading (check local bookstores, the University of Washington, the Hugo House, etc., for any virtual events they are offering), an art gallery showing, a cultural festival, a music concert, a play, or other black cultural art event, including any that may be held virtually through the Ft. Steilacoom and Puyallup campuses. Check your local papers, public bulletin boards, as well as this black Cultural Art Event forum on the discussion forum.

When you go to whatever you’ve chosen, consider what you’ve read about race, and consider this in shaping both the event and your experience of the event. Note that it can be helpful to take notes on the spot. While notes are informal writing, the Mid-term Black Cultural Art Report you submit to me is considered formal writing, which you will develop with detail, logic, and polished clarity.

Police department

While on routine patrol for the Anytown Police Department, you notice a group of what appears to be three underage male teens and one female teen standing along the outside wall of a local convenience store in a poorly lit area. Because it is 1 a.m. in the morning on a Thursday night, which is in violation of your city ordinance regarding curfew, you decide to investigate. When you turn into the driveway of the convenience store, your patrol car headlights illuminate the group of four teens—you notice a cigarette in the hand of the lone female of the group and it appears to you that two of the males are holding beer cans. After asking for identification, you began your investigation and realize that several decisions will have to be made regarding the underage youths. In an APA-formatted paper of 650–800 words, discuss the following:

  • In a list that you make in your report, specifically identify the status offense laws that are being violated by each of the underage teens.  
  • Identify how you are going to process each of the underage teen violators at the scene, and then explain in detail why you made the decision to handle the status offenses in that specific manner.  
  • Describe how you would handle any of the teen-status offense violators who is being uncooperative at the scene. How would this affect your decision on how to handle this status offense case?  
  • If you have one or more uncooperative parents who refuse to come to the scene and pick up their child, would this affect your decision on how you handle the case, and if so, what would you then do with the teen?

Introduction Cloud Computing (MW 3:30 – 5:20 Summer2021)

20 points. All due time is Central Daylight Time (CDT) at the end of the day specified. 

This is the first async technical discussions. Students

does not allow to edit own published post, but can continue post in his/her own thread

must create a thread in order to view other threads in this forum.

can subscribe to threads, but not the forum as a whole.

Study 2020 and 2021 state of the cloud reports in “References” of “Course Information”. Each student

create a thread to discuss some points or ask questions after you have learned the reports and additional references by Thursday, May 20.

write the discussion based on your own understanding.

do not summarize the reports. Instead, try to discuss 1-2 points thoroughly and find additional references to support your discussion and statements. Please include the URLs to the resources. However, do not overwhelm.

ask questions or challenge your classmates, but make sure you response others’ discussion under your thread.

follow up post in at least 2 others’ threads by Sunday, May 23.

minimal 3 posts, 1 original post and 2 follow-up posts, for credits.

Discussion Rubric:

Initial Post (50%)

Demonstrates judgment: Full credit

Creates approximately 500 words

Followup Post (50%):       

Responds to at least two other students’ post and demonstrates judgment: Full credit

While two quality responses are the minimal requirement for full credit, the goal is to have interactive discussion. It is suggested to subscribe your own thread and also the ones you comment on.

Answer/follow up the discussion in your own thread if receiving questions/comments from classmates.